Virtual avoidance: Examining STEM students' lower interest in online courses

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2025-01-28 DOI:10.1016/j.iheduc.2025.100995

Miranda M. McIntyre , Geoffrey Cui , Yunfei Hou

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引用次数: 0

Abstract

Online education is growing in popularity, yet online courses in science, technology, engineering, and mathematics (STEM) experience lower student satisfaction and higher attrition compared to non-STEM courses. This study explores differences in online course perceptions between STEM and non-STEM students and how these perceptions influence their intentions to enroll in future online courses. A sample of 1245 students was recruited from a diverse range of majors, with 44 % of students majoring in STEM. Relative to non-STEM majors, STEM students felt that online classes offer lower performance outcomes, are less enjoyable, and offer less flexibility while requiring more effort. These perceptions explain 74 % of the variance in intentions to enroll in online courses. Differences among STEM sub-categories were also examined to provide a nuanced picture of students' experiences in online courses. The findings identify strategic improvements for online STEM courses by targeting learning-based performance, flexibility in course modality, and students' enjoyment.

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来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.